The Never-Knowns is a novel about a high-intensity behavioral group home for adults with severe to profound developmental disabilities, its residents, and the staff who are employed there. Focusing on plural protagonists, no single narrative is ever fully realized or resolved, leaving only a cryptic aggregate of experiences, revelations, and trauma. In a typical suburban neighborhood, much like any of us grew up in or now live, there is a house down the block that no one discusses openly. This house seems like all the rest, well landscaped and tidy. Although three times a day much coming and going of college-aged kids and ne’er-do-wells whispers of something covert, obscure. This house is many things to many people; a workplace, or home, or burden, or profit, or prison. An unfortunate, absurd one-act play echoes infinitely for those kept here. Constance is a thirty-something disabled woman who wakes every morning by sprinting nude in a wondrous fury toward the first person or thing she can destroy. Malcolm is a new staff member who snorts meth and masturbates in his car during shift breaks. Terry is a twenty-five year old deaf mute who believes his clothes dresser is God and always knows exactly how many feet are between him and every other place he’d rather be. Jake is a veteran staff member who has finalized his plans to take all the residents of the house deep into a forest and abandon them. Using disjointed, prolix, and often dissonant approaches to storytelling, The NeverKnowns seeks to convey the perspectives of developmentally disabled individuals who possess few or no language skills, and who are so far detached from their own existence that their iv understanding and interaction with the world is simultaneously grotesque, beautiful, and confounding

The Federal law mandates that free appropriate public education is available to eligible children with disabilities throughout the United States through the Individuals with Disabilities Education Act (IDEA). It ensures that special education and related services are provided in the least restrictive environment. A transition plan is also required to be established for all students with an Individualized Education Program (IEP) before they turn 16. For students with high-incidence disabilities, the transition plan focuses primarily on academic access and accommodations and successful movement into postsecondary education. Other postsecondary areas also include competitive employment, independent living, and community participation. However, students with high-incidence disabilities continue to exhibit poor postsecondary outcomes compared to their peers despite having the potential to be successful and receiving the current level of support available. These youths need help in functional performance areas such as life skills which are not addressed in the school-based setting and significantly impact the transition to adulthood from an employment and independence perspective. Studies have also shown that students with disabilities continue to have significantly less involvement than their peers in areas related to employment, independent living, and community inclusion. Occupational therapy practitioners (OTPs) have the skills and knowledge that may contribute to improved postsecondary outcomes for these students, yet the majority of school-based OTs do not work with transition age-youth or address goals related to transition planning. The role of occupational therapy in the transition team is not well-defined and limited by the guidelines of the Individuals with Disabilities Education Act (IDEA) and significantly decreases as the youths in the high-incidence category get older and closer to graduating from high school. Furthermore, there is the misconception that OTPs are limited to being providers of adaptive equipment, handwriting/fine motor activities, or sensory integration. Following a literature review of the potential role of occupational therapy in transition, this paper proposes a model for an OT-led community-based intervention transition program focusing on life skills training. Skills for Exceptional Adult Life (SEAL) is an interprofessional collaboration program designed for high-incidence youths with developmental disabilities who do not receive comprehensive interventions that address life skills, vocational skills, and self-perceived confidence. According to the Occupational Therapy Practice Framework: Domain and Practice, 4th edition (AOTA, 2020), areas of occupation include activities of daily living, instrumental activities of daily living, rest and sleep, education, work, play, leisure, and social participation.

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The Study upon which this thesis is based attempts to offer a sociological perspective on the consequences of chronic respiratory illness. Using the International Classification of Impairments, Disabilities and Handicaps [WHO 1980] as a framework, 92 patients suffering from chronic obstructive airways disease (CO.AD: chronic obstructive bronchitis, emphysema and chronic asthma) were interviewed in order to assess the extent of impairment (functional limitation), disability (activity restriction) and handicap (social disadvantage) experienced. A smaller sub-sample of twenty-four of these patients - and where possible their carers - were subsequently followed-up using qualitative, open-ended, interviews, in order to cover in greater detail some of the issues raised within the first-stage of the study. Chapter 1 provides a critical review of the existing psychosocial literature on COAD, chapter 2 discusses of some of the main methodological problems of assessing the consequences of CO.AD, whilst chapter 3 outlines the methods used within the study and the basic sample characteristics. The thesis then goes on to discuss the experience of living and coping with COAD and its symptomatology (chapter 4); medical care and the problems of medical regimens (chapter 5); practical problems of daily life (chapter 6); problems of work and income (chapters 7 & 8), and finally; the more diffuse social consequences of COAD (chapter 9). Patients were found to experience quite severe problems spanning a broad range of areas including: breathlessness and associated COAD symptomatology, psychological distress, disability, practical problems of daily life, problems of work and income, and problems concerning social and family life. Moreover, physiological measures of lung function proved to be fairly poor predictors of disability/quality of life (e.g. - 0.38 p < .001), whilst much higher correlations were found to exist between breathlessness and such measures (e.g.-0.90 p < .001). The thesis concludes by discussing some of the policy implications of the study: particualarly the extent to which a reduction in handicap could bring about a considerable improvement in sufferers quality of life. The need for a more integrated approach to the care and rehabilitation of such patients and their families is also discussed.

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Siblings are an integral part of the support network for adults with a developmental disability (DD). However, little is known about the psychological stress of having a sibling with a DD in adulthood. This project had four main objectives: (1) to identify variables that predict and moderate psychological well-being and depressive symptoms in adults who have a sibling with a DD; (2) to examine differences in sibling relationship characteristics, psychological well-being, depressive symptoms, and support use in siblings of individuals with a DD alone versus siblings of individuals with a DD and symptoms of a mental illness; (3) to determine whether relationships with siblings with a DD differ from relationships with siblings without a DD; and (4) to explore the perspectives of adults with a DD regarding their sibling relationships and how these relationships affect their well-being. One-hundred ninety six adult siblings of individuals with a DD completed online questionnaires about life events, relationship closeness, sibling contact, impact of having a sibling with a DD, family functioning, use of supports, symptoms of depression, and psychological well-being. Life events and having a sibling with a DD and behavioural or psychiatric symptoms predicted symptoms of depression and psychological well-being. However, the relationship between these predictor variables and psychological well-being was moderated by general family functioning. Additionally, siblings of individuals with a DD and behavioural or psychiatric symptoms reported less positive feelings about their sibling relationship, more symptoms of depression, and lower psychological well-being than siblings of individuals with a DD alone. A subset of the participants (n = 128) who also had a sibling without a DD completed questionnaires about their relationship closeness, sibling contact, and perceived impact of their sibling without a DD. Participants reported more in-person and telephone contact with siblings with a DD, more positive feelings about the sibling relationship, and greater perceived life impact as compared to their relationship with their sibling without a DD. Seventeen adults with a DD also completed in-person interviews and answered questions about their sibling relationship closeness, shared activities, and support exchanged with siblings. Participants identified numerous activities they enjoyed doing with siblings and indicated a desire to spend more time with siblings. They also reported that they both provided support to and received support from their siblings. / Thesis (Ph.D, Psychology) -- Queen's University, 2013-02-07 23:47:06.32

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The subject of this thesis is concerned with the organization of a course of study for slow learners in the English class using both full-length and short films to stimulate their discussion and writing.